Drumming as a medium to promote emotional and social functioning of children in middle childhood in residential care

ABSTRACT

This study explores the potential of drumming to enhance emotional and social functioning of children in residential care. Fifteen children (aged 7–12) from a child and youth care centre in South Africa attended four months of weekly drumming sessions. Gestalt theory principles informed the workshops' theoretical foundation and interpretation of findings. Music activities were intended to enhance awareness and self-expression and promote positive forms of interaction such as collaboration and mutual exchange. A qualitative, collective case study design was used and thematic analysis applied. Focused observations concerned major areas of emotional functioning – affective state, personal agency and sense of self, and major areas of social functioning – positive social interaction and social regulation. Findings suggest substantial enhancement of children's emotional and social functioning during and immediately after sessions. Workshops markedly improved participants’ affective state and enhanced capacity for personal agency, mastery and self-expression, also enhancing social interaction and social regulation through facilitating inclusion and appropriate boundaries.

KEYWORDS:

• Drumming
• emotional functioning
• Gestalt theory
• middle childhood
• residential care
• social functioning

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Kim Flores has obtained a Doctorate in Music Education at the University of Pretoria (UP), an Honours degree in Psychology from the University of South Africa (UNISA), and a Masters degree in Social Work (Play-based Intervention) from UP. She is a lecturer/supervisor for masters students in the Department of Music at the UP and works extensively in combining Music Education and therapeutic work with children.

Caroline van Niekerk is Emeritus Professor of Music Education at the University of Pretoria. In addition to her studies in Music, Education and English literature, she holds a variety of qualifications in the fields of translating, editing, television presentation, leadership, and negotiating skills. Her book publications are mostly in the field of music theory teaching. Recent articles published have focused on aspects of musical identity, mental models in the teaching and learning of music theory, and the use of music in the world of business.

Liana le Roux is a senior lecturer at the Department of Social Work and Criminology at the University of Pretoria. Her teaching and research focus is mainly in the fields of play therapy, the child within the family and wider community, and early childhood intervention. A further focus is on student well-being, including aspects such as student burnout and resilience. She is also involved in part-time practice with traumatised children within the context of their families and communities.

Notes

1. This author and drum circle facilitator refers to himself simply as Kalani. No other names are used and therefore no initials are provided.

2. Pseudonyms are used to protect the privacy of participants.

3. This word is frequently used as a musical term and refers to a strong, steady and on-going beat.